Certificate in Northern Health Promotion & Community Development

Prepared For: EDUC-1095, Program DevelopmentBy: Krystle Robinson

Program Development Assignment

Evidence of Needs Assessment

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Program: Certificate in Northern Health Promotion & Community Development

Program Context

The Northern Health Promotion and Community Development Program prepares

students to provide community and health development services to Northern and First

Nations communities. This program has been identified as a need resulting from the

increase in employment opportunities in this field of work over the last ten years and the

lack of well trained professionals to fill the positions. New positions in health education

and community development have emerged as a direct result of increasing health

concerns and issues within our northern region. Prevention has been identified as a

priority and these positions have been created to address health and prevention in

Northern and First Nations communities.

This program is designed to provide individuals currently working or interested in

this field with the foundational skills and knowledge required to be effective in the

community setting. Ideally, most employers require an undergraduate degree in social

services to work in these positions. This would be a desired pre-requisite knowledge for

program candidates but will not be a program requirement. This is due to the fact some

smaller communities may not require the same level of education as other employers in

the region and we would want to ensure program admission requirements are reflective

of that. Workers often entering this field of work have many gaps in their understanding

of how to put principles of health promotion into practice. Further, the complexity of

community dynamics in addressing behavior change can lead workers to feel

unsuccessful in their work.

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There are limited education and training opportunities for people working in the

area of health promotion/education and community development in Northern Manitoba.

Training outside the region is costly. Once hired, employers have limited financial

resources to send employees for additional training outside their communities.

Additionally, post-secondary education opportunities are somewhat limited within the

Province. This program is designed to be delivered from a Northern post-secondary

institution through a variety of learning modalities. The overall goal of the program is to

provide individuals with a solid understanding of health promotion as it relates to

community development and give them a framework to work from in their current or

future jobs. This program will further address the workplace job skills required to

perform the job effectively, including communication and promotion, teaching and

facilitation skills and management and organization.

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Program Goals

Upon completion of the certificate program, graduates will have the ability to1:

Plan, develop, evaluate, and coordinate health education programs including:

developing program goals, objectives and process and developing a budget

Apply a determinants of health framework to the analysis of health issues

Administer community health programs and projects

Apply the principles of health promotion in the selection of appropriate health

interventions and education techniques

Conduct a community needs/situational assessment to identify: factors

contributing to health status and available community resources

Facilitate community mobilization and build community capacity around shared

health priorities that includes: engaging in respectful dialogue with communities,

strengthening local capacities and advocacy

Collaborate with community health and social service organizations to deliver

health promotion initiatives

Establish and maintain liaison with key health promotion community stakeholders

Facilitate community mobilization and build community capacity around shared

health priorities

Apply social marketing and communication principles to the development,

implementation and evaluation of health campaigns using a variety of media,

technologies and community networks

1 Program goals are reflective of the proposed set of competencies identified by Health Promotion Ontario (HPO). For more information, visit: http://www.aldergroup.com/spotlight/documents/BHCoreCompforHParticle.pdf

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Evidence of Research

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Bibliography

National Aboriginal Health Organization. (2003). Analysis of Aboriginal health careers education and training opportunities: The need for occupational standards and accreditation in paraprofessionals. Section 9, p. 57. Retrieved from: http://www.naho.ca/english/pdf/analysis_health_careers.pdf

Nyamwaya, D. (1997). Health promotion practice: The need for an integrated and processual approach. Health Promotion International, 12(3), 179-181. Retrieved from: http://heapro.oxfordjournals.org/content/12/3/179.full.pdf+html?sid=26e88a2a-2178-4c59-811d-fd73079bad91

O’Donnell, M.P. (2005). The art of health promotion: practical information to make programs more effective. Electronic. Retrieved from: http://healthpromotionadvocates.org/ajhp-ODonnell-19-03-1%201.pdf

Public Health Agency of Canada. (2010). Creating a healthier Canada: Making prevention a priority. Retrieved from: http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/declaration/index-eng.php

Sadana, R., Chowdhury, A., & Petrakova, A. (2007). Strengthening public health education and training to improve global health. Bulletin of the World Health Organization, 85(3), 163. Retrieved from: http://www.who.int/bulletin/volumes/85/3/06-039321.pdf

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Evidence of Course Design Skills

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Courses Identified

Northern Health Promotion and Community Development Certificate Program

Course NameCourse Credit

Hours

Foundations of Health Promotion 3

Health and Wellness 3

Health Promotion Program Planning & Evaluation 3

Health Promotion Strategies and Best Practices 3

Community Development Principles 3

Current Issues in Health 3

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Course Title: Foundations of Health Promotion

* Required Course; Prerequisite to all other program courses.

Calendar description

This course will introduce students to the area of health promotion by exploring key concepts and definitions of health promotion, determinants of health and models of health and health promotion. This course will also examine the role of determinants of health in developing interventions for individuals, communities or populations.

Learning Outcomes

Upon completion of this course, students will be able to: Define and distinguish between the terms: health, health promotion, public

health, primary health care, disease prevention, health education, community development, community health development, and wellness

Explain the Ottawa Charter of health promotion Identify the five priority action areas outlined in the Ottawa Charter for health

promotion Describe the Jakarta Declaration and the five priorities of health promotion for the

21st century Describe the aims and focus of health promotion Explain the “Biomedical,” “Behavioral,” and “Socio-environmental” models of

health and how one’s perspective on health influences our professional practice

Topical Outline

What is health Key concepts and terms related to health and health promotion History of the development of health promotion in Canada Models of health and health promotion in Canada Provincial, National and International perspectives on health promotion

Assessment Approaches

Assessment of student learning will include both group and independent activities using both in-class and other learning modalities. Evaluation will be based on1) small group presentation 30% ; 2) participation in weekly discussions 20%

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3) 2 written summaries of learning 20% (10% each) – (1 pre-course and 1 post-course,)

4) Writing assignment 30% (reflective paper on personal model of health promotion.)

Resources

Textbook

O’Neill, M., Pederson, A., Dupe´re´, S. and Rootman, I. (eds). Health Promotion in Canada: Critical Perspectives, 2nd edition. Toronto, ON: Canadian Scholar’s Press Inc

Additional Resources:

Ottawa Charter for Health Promotion- http://www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf

Rootman, I., and Raeburn, R. “The concept of health.” In A. Pederson, M. O’Neill, and I. Rootman (Eds.). Health Promotion in Canada: Provincial, National and International Perspectives. Toronto: W.B. Saunders, 56-72, 1994.

Nutbeam, D. Health Promotion Glossary. World Health Organization: Geneva, 1998. http://www.who.int/hpr/support.material.shtml

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Course Title: Health and Wellness

Prerequisite: Foundations of Health Promotion* Required Course

Calendar description

This course will provide students with an overview health and wellness as it relates to the present and the past. Students will compare and contrast traditional wellness practices to contemporary methods for self-care and personal wellness. This course will provide an in-depth study of determinants of health as they relate to health and illness in Canada today. Students will also learn about Aboriginal health in Canada. Students will study Aboriginal health history, medical traditions, and health care and healing as they exist in the current context.

Learning Outcomes

Upon completion of this course, students will be able to: Identify the twelve determinants of health identified by the Public Health Agency

of Canada Define the terms “health” and “wellness” Describe how each determinant of health influences health status and how they

shape the health of individuals, communities and jurisdictions Explain the role of public policy in shaping social determinants of health Describe the differences between western and traditional perspectives of health

and wellness Describe the history of health for Aboriginal people in Canada

Topical Outline

Understanding health and wellness in the context of health promotion Determinants of Health History of Aboriginal health in Canada Promoting health and wellness in northern and First Nation communities

Assessment Approaches

A holistic assessment approach will be used to bring together student learning. Students will be required to demonstrate their understanding of course content and learning outcomes through two major assignments:

1) large group project – 50%2) written assignment- 50% to integrate student understanding of health determinants and Aboriginal health, the two main topic areas of this course; students will write a

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research paper on what impact social determinants have had on the Aboriginal people of Canada.

Resources

Textbooks:

Herring, D.A., Waldram, J.B., & Young, T.K. (2006). Aboriginal health in Canada: A historical, cultural, and epidemiological perspectives. Toronto, ON: University of Toronto Press

Raphael, D. (2008). Social determinants of health: Canadian perspective (2nd ed.). Toronto, ON: Canadian Scholars Press Inc.

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Course Title: Health Promotion Program Planning and Evaluation

Prerequisite: Foundations of Health Promotion*Required Course

Calendar description

This course is designed to provide students with the skills in planning, developing, implementations and evaluation of health promotion interventions. This course will look at considerations in the planning process (including approaches and frameworks, needs assessments, developing program objectives and design principles) and best practices for effective evaluation (including process, impact and outcome). This course will address challenges faced by Aboriginal communities in the area of health and wellness and students will gain understanding of what is needed to develop programming that will contribute to the health and wellness of individuals and the community as a whole.

Learning Outcomes

Upon completion of this course, students will be able to: Identify and describe the steps in health promotion program planning Explain the framework for health promotion in Canada Describe the role, importance and structure of needs assessments in program

planning Develop a basic needs assessment Develop health promotion programming with clearly defined objectives Explain the steps involved in the program evaluation process Identify the role and purpose of evaluation in program design and planning Develop tools/resources for program evaluation

Topical Outline

Process of program planning and evaluation Identifying individual and community needs Frameworks for health promotion program development Measuring success

Assessment Approaches

Evaluation for this course will be based on two assignments worth 50% each. Assignment 1 will involve having students develop and conduct a small needs assessment. It can be specific to a program they may be interested in developing or more generalized to the area of health (ex. What type of program would the community like?). Assignment 2 will require the students to develop and plan a program they want to run (ex. a 6 week healthy living program). They will also have to develop an

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evaluation process and tool they will use to evaluate the success/effectiveness of the program.

Resources

Textbook

McKenzie, J. F., Neiger, B. L., & Smeltzer, J. L. (2009). Planning, implementing, & evaluating health promotion programs: A primer (5th ed.). Toronto, ON: Pearson Education, Inc.

Additional Resources:

The Health Communication Unit. (2001). Introduction to health promotion program planning (3 ed.). Toronto: ON. Available: http://www.thcu.ca/infoandresources/publications/Planning.wkbk.content.apr01.format.oct06.pdf

Whitehead D. (2003) Evaluating health promotion: a model for nursing practice. Journal of Advanced Nursing 41(5), 490-498. Available: http://www.journalofadvancednursing.com/docs/1365-2648.2003.02556.x.pdf

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Course Title: Health Promotion Strategies & Best Practices

Prerequisite: Foundations of Health Promotion*Required Course

Calendar Description

This course will examine key strategies used by health promotion professionals to address health issues related to individuals and communities. Students will compare and contrast various strategies and learn how to use these strategies in schools, workplaces, organizations and communities. Students will examine evidence-based strategies and best practices to enable them to select the most appropriate strategies for a related-health issue.

Learning Outcomes

Upon completion of this course, students will be able to:

Describe the defining characteristics of health promotion Describe the principles that underlying best-practices in health program planning Identify and apply the primary conceptual frameworks of best practice approach

to health promotion Identify and describe the health promotion action approaches identified by the

Ottawa Charter for health promotion Select evidence-based strategies and apply them to an appropriate health

intervention.

Topical Outline

Strategic principles of health promotion Priority action areas in Canada Primary frameworks of health promotion in Canada Approaches, strategies and processes in health promotion Teaching methodologies in health promotion

Assessment Approaches

Evaluation for this course will be based on group and individual case study assignments (50%); 1 research project involving research of best-practice approaches and interventions (25%) and 1 project involving the development of an educational tool for health promotion (25%)

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Resources

Textbook

Lowenstein, A, Foord-May, L, & Romano, J. (2009). Teaching strategies for health education and health promotion: working with patients, families and communities. Sudbury, MA: Jones and Bartlett Learning

Canadian Best Practices Portal- http://cbpp-pcpe.phac-aspc.gc.ca/

University of Texas. (2004). Intervention mapping: An online resource. Available at: http://www.sph.uth.tmc.edu/chppr/interventionmapping/

Kahan, B., & Goodstadt, M. (2002).The IDM Manual for Using the Interactive Domain Model Approach to Health Promotion. Available at: http://www.idmbestpractices.ca/idm.php

Goodstadt, M. (n.d.). Health Promotion Strategies Course. MPH Program in Health Promotion, Dalla Lana School of Public Health, University of Toronto, Canada. Available at: http://www.bestpractices-healthpromotion.com/page1.html

Canadian Public Health Association. (1996). Action statement for health promotion in Canada. Available at: http://www.cpha.ca/en/programs/policy/action.aspx

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Course Title: Community Development Principles

*Optional Course

Calendar Description

This course is designed to provide students with the foundational skills and knowledge required to plan, implement and evaluate health promotion strategies that address social determinants of health through the process of community development. Students will examine key concepts and terms related to community development to enable them to participate in the community development process. This course also explores the attitudes, knowledge and skills required to develop the capacity needed to effectively undertake a community development initiative.

Learning Outcomes

Upon completion of this course, students will be able to:

Define the terms “community development” and “community capacity building” Explain the relationship between community development and capacity building Describe the steps in the community development process Identify and describe necessary skills to be effective in community development Identify and describe the seven steps in the community planning process Identify and describe health promotion program planning in the context of

community planning as related to community readiness, partnerships, buy-in and sustainability

Demonstrate and apply attitudes, skills, and knowledge in problem solving, interpersonal communication, management, organization and development for effective community development in First Nations, Metis and Inuit communities

Select and Apply appropriate facilitating techniques and tools in the community development process

Topical Outline

Understanding key terms and concepts of community development Community development process Attitudes, skills and knowledge for success Common problems and solutions in community development Addressing the social determinants of health through community development Tools and techniques for facilitating the community development process

Assessment Approaches

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Evaluation for this course will be based on a research project (100%). The research project will consist of researching current community development initiatives happening in a community. Students will select 1 community development program that has initiated out of a community development process. Students will become involved with the project through researching the process that took place to establish the project, key partners, the focus, what determinants of health are addressed, how it is being evaluated, funding sources, etc. This will be an ongoing project for the duration of the course.

Resources

Textbook

Frank, F. & Smith, A. (1999). The community development handbook: A tool to build community capacity. Electronic. Available at: http://www.servicecanada.gc.ca/eng/epb/sid/cia/comm_deve/cdhbooke.pdf

Other Resources

Health Canada. (1998). Community action resources for Inuit, Metis, and First Nations: Toolbox. Available at: http://www.hc-sc.gc.ca/fniah-spnia/alt_formats/fnihb-dgspni/pdf/pubs/services/toolbox-outils-eng.pdf

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Course Title: Current Issues in Health

*Optional Course

Calendar Description

This course will examine current issues in health specific to Northern and First Nations communities. Students will explore traditional and non-traditional trends of today’s health care for Aboriginal people and will analyze how the current health care system has impacted First nation communities. It will also look at what impact the health care system has had on addressing the determinants of health. This course will focus on current issues in disease, disability and injury.

Learning Outcomes

Upon completion of this course, students will be able to:

Identify and describe differences in health status between Aboriginal and non-Aboriginal communities

Identify and describe traditional and western perspectives on health, healing and wellness

Examine the impact current health issues are having on Aboriginal people Describe the Canadian declaration on health promotion and prevention Discuss the implications of the declaration in your professional practice as a

health promoter/educator Identify Canada’s action plan to curb childhood obesity

Topical Outline

Current health issues in Canada: looking at Aboriginal vs. non-Aboriginal communities

The role of traditional medicine and healing in health promotion for Aboriginal communities

Western perspectives on medicine and healing Canada’s action plan on health promotion and prevention Canada’s integrated strategy on healthy living and chronic disease

Assessment Approaches

Evaluation of this course will consist of small and large group activities (25%), participation in weekly discussion forums(25%), reflections on reading assignments (25%) and an analysis paper as the final project (25%).Resources

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Textbooks:

Winkelman, M. (2008). Culture and health: Applying medical anthropology. USA: Jossey-Bass.

Herring, D.A., Waldram, J.B., & Young, T.K. (2006). Aboriginal health in Canada: A historical, cultural, and epidemiological perspectives. Toronto, ON: University of Toronto Press

Other Resources

Public Health Agency of Canada. (2010). Creating a healthier Canada: Making prevention a priority. Retrieved from: http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/declaration/intro-eng.php

Public Health Agency of Canada. (2005). Integrated strategy on healthy living and chronic diseasae. Retrieved from: http://www.phac-aspc.gc.ca/media/nr-rp/2005/2005_37bk6-eng.php

Health Council of Canada. (2005). The health status of Canada’s First Nations, Metis and Inuit people. Retrieved from: http://healthcouncilcanada.ca.c9.previewyoursite.com/docs/papers/2005/BkgrdHealthyCdnsENG.pdf

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